Abstrak

Reading is one of the important skills to be mastered in language learning. From reading we can get any information easily and also can increase our knowledge. This idea is supported by the fact that reading has become a part of daily life. The reading comprehension is an activity of the readers interacting and constructing meaning from text, implementing the use of prior knowledge, and the information is founded in the text or understanding contents of the text. In the teaching learning process especially in teaching reading the teacher must be used the appropriate strategy. Because some students still get difficulties in comprehend the content of the text, it is make the students felt bored and not pay attention in teaching learning process. The researcher tries to solve the problem that faced by the students by using REAP Strategy. REAP strategy is one of the appropriate strategy to teaching reading where stand for reading, encoding, annotating, pondering.
The objective of this research is to find out whether there is a significant difference between the reading comprehension of the tenth grade students of SMA PGRI 1 Pati in the academic year 2015/2016 before and after being taught by using REAP strategy. This research used experimental research with one group design. The population used is the tenth grade students of SMA PGRI 1 Pati in the academic year 2015/2016. The researcher got one class as sample of the research. The sample was chosen by using cluster random sampling technique. There was one class was chosen, it was X-I that consisted of 46 students. The researcher used a test as instrument of the research. The form of the test was multiple choices test consisted of 25 items.
The result of this research shows that the reading comprehension of the tenth grade students of SMA PGRI 1 Pati in the academic year 2015/2016 before being taught by using REAP strategy is categorized as sufficient with the minimum score 52 and the maximum score 84 (Mean = 71.46 and standard deviation = 8.61). Besides that, the reading comprehension of the tenth grade students of SMA PGRI 1 Pati in the academic year 2015/2016 after being taught by using REAP strategy is categorized as good with the minimum score 64 and the maximum score 92 (Mean= 81.76 and Standard Deviation = 7.3). In analyzing the data, the researcher used t-test. In the level of significance 0.05 or 5% and degree of freedom (df) N-1= 45, there is a significant difference between the reading comprehension of the tenth grade students of SMA PGRI 1 Pati in the academic year 2015/2016 before and after being taught by using REAP strategy. It is shown from the calculation result t-observation (to) is 10.25 and the t table (tt) 2.021. It means the null hypothesis is rejected and the alternative hypothesis is accepted (t₀ = 10.25 > tt = 2.021).
After knowing the result of this research that the reading comprehension of the tenth grade students of SMA PGRI 1 Pati in the academic year 2015/2016 after being taught by using REAP strategy is higher than the reading comprehension of the tenth grade students of SMA PGRI 1 Pati in the academic year 2015/2016 before being taught by using REAP strategy. Thus, the researcher suggests that the teacher can use REAP strategy as alternative strategy in teaching reading.